Kemudian hasil penelitian menunjukkan bahwa teknik Two Stay Two Stray (TSTS) memberikan hasil yang positif dalam meningkatkan kemampuan membaca pemahaman siswa kelas X MA-PSA Istiqomah Islamiyah Panaragan Jaya. Hasil penelitian menunjukkan bahwa teknik Two Lives Two Visits (TSTS) memberikan hasil yang positif dalam meningkatkan kemampuan membaca pemahaman siswa kelas X MA-PSA Istiqomah Islamiyah Panaragan Jaya.
Background of Study
GSI 50 INCOMPLETE
Source: English reading score at the tenth grade of MA-PSA Panaragan, on January 12, 2017. The standard minimum criteria (MMC) of MA-PSA Istiqomah Islamiyah Panaragan Jaya for English lesson is 73.
Problem Identification
In this study, the author would use the classroom action research and hoped that the teaching and learning of English will be better, especially for students' reading comprehension ability. Based on the description above, the author would have conducted the research titled: Increasing the students' reading comprehension ability through TSTS technique at Tenth Grade of MA-Pesantren Satu Atap (PSA) Istiqomah Islamiyah Panaragan Jaya Tulang Bawang Barat.
Problem Limitation
Problem Formulation
Benefit of the Study
Principal, as a consideration in the guidance of English teacher, making a decision and coaching in the English learning process. Teacher, as information to teacher about the procedure of TSTS technique can be realized in English to increase students' learning achievement.
The Concept of Reading Comprehension Ability 1. The Concept of Reading
The Concept of Reading Comprehension Ability
She described the definition of reading comprehension ability and the measurement of reading comprehension ability. Another purpose of reading comprehension ability is that the reader can catch the writer's devices or interact well with the meaning of the text.
The Concept of Two Stay Two Stray
The Definition of Two Stay Two Stray
In the TSTS technique, students are responsible for helping other members learn, achieve a group goal, and share information with other groups. During the activity, students are encouraged to contribute their ideas and opinions to another student. The teacher controls the process of this activity and helps students who have problems with the role.
It has the advantage, shared by many cooperative learning techniques, that it places students in responsible roles in which they act as expert providers of information to others.32. The TSTS structure gives the group the ability to share results and information with other groups.
The Procedure of Two Stay Two Stray
The Advantages and Disadvantages of Two Stay Two Stray a. The Advantages of Two Stay Two Stray
Not all students want to study together in a group, some may study alone.
Action Hypothesis
The Operational Definition of Variable
At this stage, operational definitions of concepts are usually given in the research proposal, so that the statement of the problem must convey a specific meaning. A student would be able to understand the rule-based TSTS technique to increase reading comprehension ability. To measure the students' reading comprehension ability, the researcher considered the students' achievement by taking a written test as a pre-test and a post-test.
The measurement of reading comprehension ability is based on the table of holistic reading comprehension ability. The purpose of this research is therefore that students can identify the information of reading English text through comprehension ability.
Setting of Study
Subject of Study
Research Procedure
Cycle I
The researcher discussed with the English teacher to determine the actions to solve the existing problems. This step the researcher observed the process of teaching learning in the classroom by using observation sheet and the outline of observation that such students are able to do the task and understand the material. If the result of the actions did not show that the increase of students' reading comprehension as in the indicator of success, then the researcher acted the next cycle.
In this step, the researcher observed the process of teaching learning in the classroom using an observation sheet and an observation draft. In this step, the researcher compared the distribution of pre-test and post-test scores, the researcher reviewed and considered the attitude of the students, whether it was positive or negative, enough in the second cycle or necessary for the next cycle.
Data Collection Technique
- Test
- Observation
- Documentation
- Field notes
Meanwhile, in getting the quantitative data, the researcher used a test consisting of pre-test and post-test. According to Arikunto, a test is a procedure or instrument used to know or measure something (ability, attitude, performance and/or intelligence) with a certain role.45 The researcher used both pre- and post-test. The increase is visible if the average score of the post-test is higher than the pre-test.
The researcher would conduct observation of the real situation in relation to the teaching and learning process. The researcher used it to obtain information about the condition of students, school, teacher, official employees and others in MA-PSA Istiqomah Islamiyah Panaragan Jaya.
Research Instrument
Observation Guidance
The researcher would be using the observation guide as an instrument for collecting data. Therefore, the researcher made the observation list to know the students' activity in the classroom directly. The answer is accurate and complete, plus the student points out interrelationships between elements or makes connections to personal knowledge.
Documentation Guidance
Field note
Data Analysis Technique
From the result of the research, it can be found successful in the teaching and learning process if the result of cycle 2 is more successful than cycle 1. They are supported by the activity of the students and the ability of the students for the learning activity in the classroom. This research would be successful or completed if ≥ 70% of the students would get the minimum score of 73 and it would happen by increasing the learning activity of the students and this research would not have to continue in the next cycle.
Result of The Research
Description of Research Location
Organizational Structure of MA-PSA Istiqomah Islamiyah Organizational Structure of MA-PSA Istiqomah Islamiyah Panaragan Jaya. Formation of official staff in MA-PSA Istiqomah Islamiyah Panaragan Jaya in the academic year 2017/2018.
Description of The Research
At this time, the researcher obtained the post-test I score of the students in cycle I. Based on the above table, it can be concluded that the average score of the students in the post-test II was 76.61. From the above table it was found that the activity of students in cycle II was increasing.
Based on the result of the students activities in cycle I and cycle II were increased. From the result of the students' scores from the pre-test and post-test I, there was an improvement from the students' result scores.
Cycle II
This is continued by analyzing the result of the post-test I, the researcher concluded that there were 5 students (23.81%) who completed the test and 16 students (76.19%) who did not complete .
Students’ Score in Pre-test, Post-test I, and Post-test II Table 19
Based on the results of the pre-test, post-test I and post-test II, it was known that there was a positive significant improvement in the students' performance. Summary of students' full scores of pre-test, post-test I and post-test II. From the table above, it showed that there was a good increase from pre-test, post-test I to post-test II.
It can be seen from the pre-test students who have completed the test is only one student (4.76%), after the test I have shown that 5 students have completed (23.81%) and 15 students have completed the post-test II. The result of the learning activities of the students in cycle I and cycle II The data of the learning activities of the students were taken from the whole.
The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was gotten from the whole
Based on the graph above, we can conclude that using the two stay two stray technique could increase students' reading comprehension ability. The students' attention to the teacher's explanation increased from the first to the next meeting. The number of students who understood the teacher's material increased from the first session to the next.
It turned out when the teacher gave the questions to the students; they were brave to answer even though not all the questions could be answered well. Based on the above data, it concluded that the students felt interesting and active with the learning process because most of the students showed good improvement in learning activities when the teacher used TSTS technique to train the students' reading comprehension in cycle I and cycle II.
DISCUSSION
The students' score increased because the students learned two, the other two techniques that were lost. It is a group learning technique to share and get information about a text from others so that students understand something and increase their reading comprehension ability. In addition, the researcher with the TSTS technique, which is some procedures to increase students' reading comprehension skills.
Once the rules are made, the researcher, as a teacher as well as a facilitator, would lead a discussion between the teacher and the students to correct the students who found the information to be the correct answer. After completing cycle I and cycle II, students' reading comprehension ability increased because the researcher used the TSTS technique.
Conclusion
The researcher then distributed a piece of paper to each group containing a text followed by some questions. Students should discuss it with their group members and answer the question, then each group decided two guests and two speakers; the two guests are tasked to go to the other group to get information about the text and the two speakers are tasked to share the information with the guest. After completing cycle I and cycle II, students' reading ability increases because the researcher through the TSTS technique.
Suggestion
Camile Blachowicz, Donna Ogle, Reading Comprehension: Strategies for Independent Learners, New York: The Guilford Press, 2008, 2nd edition. Gerald G Duffy, Explaining reading: a resource for teaching concepts, skills, and strategies, New York: The Guilford Press, 2009, 2nd ed. Janette K Klingerner, Sharon Vaughn, Alison Boardman, Teaching Reading Comprehension to Students with Learning Difficulties, New York: The Guilford Press, 2007.
JoAnne Schudt Caldwell, Reading Assessment: A Primer for Teachers and Coaches, New York: The Guilford Press, 2008, 2nd ed. Maharani, “The Effectiveness of Using Two Stay Two Stray as a Technique in Improving Students' Speaking Ability,” Journal of English Language Teaching, Semarang State University, Vol.5, No.
APPENDICES
